Date of Award

Spring 5-15-2025

Degree Type

Restricted Access Capstone

Degree Name

Doctor of Education (EdD)

Department

School Psychology

First Advisor

Cortney Bindrich, Ed.D.

Abstract

The following examines the challenges that a school district faces in implementing inclusionary practices for students with disabilities within an Early Childhood Special Education (ECSE) program. Federal regulations under the Individuals with Disabilities Education Acts (IDEA) mandate that students with disabilities be educated in their least restrictive environment (LRE) alongside their typically developing peers. Texas ISD struggles with implementing inclusionary practices for their youngest learners. Students are often placed in a disability-specific setting or a restrictive setting which limits their access to a general education setting. Additionally, the staffing model inadequately accounts for the individualized needs of each student which leads to an imbalance of support. The district also lacks clear policies and procedures for making placement decisions, leaving room for bias and incorrect placements. Professional development opportunities are available to all staff; however, these training opportunities rarely target inclusive education. This failure leads feelings of inadequacy or unpreparedness for those who work directly with students with disabilities. The district also faces resistance to systemic change as district-level leaders do not consider inclusive practices for ECSE students a priority. This paper aims to examine the exclusionary practices within Texas ISD’s ECSE program, review the available literature as it pertains to inclusionary early education, and to develop a plan to create change within the program.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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